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“思维导向”引领下的“原子物理学”教学改革研究

Thinking-Oriented Teaching Reform in “Atomic Physics”

李芬, 孙小香, 李昶, 罗良

Education Study / 2026,8(7): 755-759 / 2026-07-22 9 3

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• Information:

  湖南理工大学物理与电子科学学院，岳阳

• Keywords:
  Atomic physics teaching; Concept priority; Physical picture; Scientific thinking
  原子物理教学; 概念优先; 物理图像; 科学思维
• Abstract: In view of the characteristics of atomic physics — numerous formulas, abstract concepts, and weak logical coherence — this paper draws on Feynman’s teaching philosophy that “understanding the physical meaning is more important than formally solving equations” and the empirical findings from Physics Education Research (PER). It proposes a restructuring scheme centered on “concept first, image priority, experiment/historical contradiction-driven, quantifiable process evaluation.” Through the pedagogical reorganization of core topics such as blackbody radiation, α-particle scattering, and hydrogen atom spectra, the instructional focus shifts from computational procedures to model building, criterion selection, evidence testing, and boundary interpretation. Combined with discussion-based classrooms, concept tests, and virtual simulations, this approach enables students to develop better quantum intuition and critical inquiry skills. Teaching practice results show that this scheme can effectively deepens students’ conceptual understanding and scientific thinking. 针对“原子物理学”公式繁多、概念抽象、逻辑体系不强的特点，本文以费曼“理解物理意义优于正规解方程”的教学理念和物理教育研究（PER）的实证结论为依据，提出“概念优先—图像先行—实验/历史矛盾驱动—可量化过程评价”的课程重构方案。通过黑体辐射、α粒子散射、氢原子光谱等核心节点的教学重组，将教学重点从演算流程转向模型建立、判据选择、证据检验与边界意义阐释，并结合讨论式课堂、概念测试与虚拟仿真等教学手段，使学生建立清晰的量子化直觉与批判性探究能力。教学实践结果表明，该方案能有效增进学生对物理概念的理解，提升科学思维品质。
• DOI: 10.35534/es.0807132 (registering DOI)
• Cite: 李芬，孙小香，李昶，等．“思维导向”引领下的“原子物理学”教学改革研究［J］．教育研讨，2026，8（7）：755-759．